Elizabeth A Flott1,2, Lois Linden2. 1. Creighton University College of Nursing, Omaha, Nebraska, USA. 2. College of Saint Mary, Omaha, Nebraska, USA.
Abstract
AIM: The aim of this study was to report an analysis of the clinical learning environment concept. BACKGROUND: Nursing students are evaluated in clinical learning environments where skills and knowledge are applied to patient care. These environments affect achievement of learning outcomes, and have an impact on preparation for practice and student satisfaction with the nursing profession. Providing clarity of this concept for nursing education will assist in identifying antecedents, attributes and consequences affecting student transition to practice. DESIGN: The clinical learning environment was investigated using Walker and Avant's concept analysis method. DATA SOURCES: A literature search was conducted using WorldCat, MEDLINE and CINAHL databases using the keywords clinical learning environment, clinical environment and clinical education. Articles reviewed were written in English and published in peer-reviewed journals between 1995-2014. METHODS: All data were analysed for recurring themes and terms to determine possible antecedents, attributes and consequences of this concept. RESULTS: The clinical learning environment contains four attribute characteristics affecting student learning experiences. These include: (1) the physical space; (2) psychosocial and interaction factors; (3) the organizational culture and (4) teaching and learning components. These attributes often determine achievement of learning outcomes and student self-confidence. CONCLUSION: With better understanding of attributes comprising the clinical learning environment, nursing education programmes and healthcare agencies can collaborate to create meaningful clinical experiences and enhance student preparation for the professional nurse role.
AIM: The aim of this study was to report an analysis of the clinical learning environment concept. BACKGROUND: Nursing students are evaluated in clinical learning environments where skills and knowledge are applied to patient care. These environments affect achievement of learning outcomes, and have an impact on preparation for practice and student satisfaction with the nursing profession. Providing clarity of this concept for nursing education will assist in identifying antecedents, attributes and consequences affecting student transition to practice. DESIGN: The clinical learning environment was investigated using Walker and Avant's concept analysis method. DATA SOURCES: A literature search was conducted using WorldCat, MEDLINE and CINAHL databases using the keywords clinical learning environment, clinical environment and clinical education. Articles reviewed were written in English and published in peer-reviewed journals between 1995-2014. METHODS: All data were analysed for recurring themes and terms to determine possible antecedents, attributes and consequences of this concept. RESULTS: The clinical learning environment contains four attribute characteristics affecting student learning experiences. These include: (1) the physical space; (2) psychosocial and interaction factors; (3) the organizational culture and (4) teaching and learning components. These attributes often determine achievement of learning outcomes and student self-confidence. CONCLUSION: With better understanding of attributes comprising the clinical learning environment, nursing education programmes and healthcare agencies can collaborate to create meaningful clinical experiences and enhance student preparation for the professional nurse role.